Abstract
This study aimed to explore the prospective teachers’ critical thinking and critical analysis skills based on gender. This is a descriptive quantitative study with survey methods. The research samples were 50 males and 50 females who take the anatomy and plant development courses selected using purposive random sampling. The data of prospective teachers’ critical thinking and critical analysis skills were collected using the instrument developed that was validated by two experts and tested on 20 biology education students. The data of prospective teachers’ critical thinking and critical analysis skills were analyzed descriptively and statistically using a software (IBM SPSS Statistic 23). The results of the study show that (1) the prospective teachers’ critical thinking and critical analysis skills as underdeveloped; (2) critical thinking skills differ in the components of interpretation, explanation, and self-regulation; (3) critical analysis skills differ on the explanation and interpretations; and (4) there is a positive correlation between prospective teachers’ critical thinking and critical analysis skills. Based on the result of the study, serious and planned handling can be done through important learning. The results of this study can be an initial reference and priority determination of lecturers in teaching prospective teachers’ critical thinking and critical analysis skills based on gender.
Highlights
Critical thinking skill is still a priority of learning and research in various disciplines. Aliakbari & Sadeghdaghighi (2011) stated that critical thinking skill is important since they are integrated with everyday life
This study aims to identify the critical thinking skills of prospective teacher students consisting of 6 components that are: (1) interpretation; (2) analysis; (3) inference; (4) evaluation; (5) explanation,; and (6) self-regulation; and critical analysis skills of prospective teachers consisting of 6 components that are: (1) organizing; (2) linking parts or variables in the information; (3) interpretation of data; (4) evaluation of information; (5) reflection process; and (6) make decisions that are relevant to the concepts and problem solving that are formulated
The results show that critical thinking skills and critical analysis of prospective teachers still need to be developed, but the correlation between critical thinking skills and critical analysis of prospective teacher shows a positive correlation between the two components as presented in Table 11, so it is important to teach critical thinking skills and critical analysis comprehensively
Summary
Critical thinking skill is still a priority of learning and research in various disciplines. Aliakbari & Sadeghdaghighi (2011) stated that critical thinking skill is important since they are integrated with everyday life. According to Facione (2007); Ennis (1996), critical thinking greatly influences the success of one’s learning and career. In line with those statements, the 21st century learning which really puts it emphasize on student-oriented learning requires innovative thinking skill such as critical thinking. Critical thinking skill as a process according to Ennis (2011) is reflective and evaluative processes to determine what funds are believed to do. On the other hand, Ennis (1996) provided the same definition as Hassard & Dias (2013) about the concept of critical thinking in which critical thinking as a reasonable and reflective thought that focuses on deciding what to believe or do
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